The Conditions of LearningHolt, Rinehart and Winston, 1965 - Broj stranica: 308 |
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Stranica 231
... transfer , since it refers to a kind of generalizing that spreads over a broad set of situations at roughly the same " level of complexity . " The second kind of use for learned capabilities lies ... TRANSFER 231 The Conditions of Transfer.
... transfer , since it refers to a kind of generalizing that spreads over a broad set of situations at roughly the same " level of complexity . " The second kind of use for learned capabilities lies ... TRANSFER 231 The Conditions of Transfer.
Stranica 232
... transfer of learning to the extent that the performance is done more readily than it would have been had not the originally learned capability been present ( that is , more readily than the second individual was able to do the same ...
... transfer of learning to the extent that the performance is done more readily than it would have been had not the originally learned capability been present ( that is , more readily than the second individual was able to do the same ...
Stranica 256
... transfer " would require that the learning structure define all of the sub- ordinate objectives involved in such a goal , and deliberately set out to include these in instruction . • · THE ENCOURAGEMENT OF PROBLEM SOLVING But there are ...
... transfer " would require that the learning structure define all of the sub- ordinate objectives involved in such a goal , and deliberately set out to include these in instruction . • · THE ENCOURAGEMENT OF PROBLEM SOLVING But there are ...
Sadržaj
Preface | 2 |
2 VARIETIES OF LEARNING | 31 |
3 BASIC FORMS OF LEARNING | 62 |
Autorska prava | |
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able achievement acquired activity adult appears asked assessment associates become begin behavior called changes chapter child communication complex concepts connection considered correct course decisions depend described designed determined directions discussion distinguished educational effective English established evident example expected external fact function given human identify important individual inference instruction involved kind knowledge language later learner learning Limited lines mathematics matter means measurement method motivation nature necessary needs objects observed occur oral particular performance perhaps possible prerequisite present previously previously learned principles printed probably problem problem solving question reading reason recall represent response result sense sequence signal simple situation sounds specific statement stimulus stimulus situation structure student teacher teaching things thinking tion topic transfer variety verbal York